Childminder in Staffordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children of all ages and abilities benefit from learning together. For example, the childminder supports quieter children to share their ideas within a small group. This helps children to feel more confident in social situations. The childminder listens to children, and she responds positively to their body language. She narrates their play and repeats what they say to promote their language growth. For instance, when children engage in mark-making activities, they learn the word 'zigzag'. This helps them to give meaning to the marks they make.

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The provision is good

Children develop a positive relationship with food. For example, they visit the farm to learn about 'wheat' to strengthen their knowledge of allergens, and they regularly go to the market to purchase the ingredients they need to bake. Children learn about the process of food. For instance, the childminder shows them what an aging banana looks like, and she introduces new words, such as 'ripe'. This helps to lay the essential foundations children need to make healthy eating choices later in life.

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The provision is good

Children are happy, and they behave well within a safe environment. This information is shared with parents and carers at the end of a child's session to ensure they can continue to support their children at home. For example, the childminder gives advice to parents if children need a sleep, and she discusses how much time in the sun children have had to promote their health. Children tell their parents that they have enjoyed their time at 'Laura's house'.

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need to do better?

n A wealth of time and consideration is spent evaluating children's experiences, including how to support their emotional needs. For instance, the childminder gives children time to adjust to the setting to ensure they settle well. She teaches them to express their feelings to understand that how they are feeling is okay, and she provides them with structure, routine and reassurance. This helps children to establish a sense of safety. n Partnership with parents and carers is a strength. For instance, as part of the induction process, the childminder invites parents and their children to join the local playgroup where she attends. This helps to build early relationships. Additionally, the childminder uses this time to share practical advice and tips with parents to develop a joint understanding for their child's development. n The childminder has a wealth of experience. She discusses the positive influences that have contributed to how she shapes her practice, including the

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need to do better?

impact training has had on children's learning. Parents say, 'her knowledge and experience have been of great support to families', and they identify how much their children have grown in confidence.

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need to do better?

26 May 2023 n The childminder identifies personal strengths and areas for improvement. She works closely with another childminder to share and evaluate good practice. This helps her to highlight the main priority areas for her continuous professional development. Parents identify how collaborative working with other professionals has positively benefited their children's social development. n Links with schools and other agencies promote a joint approach to children's care and education. For example, the childminder encourages 'family link' professionals to attend playgroups to meet with parents when their children are at risk of falling behind in their learning. Furthermore, children attend events at the local school to support a smooth transition into the Reception year. This positively contributes towards children's academic success in later years. n The childminder aims to promote children's independence. For example, she

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need to do better?

discusses the importance of children developing their physical skills to enable them to independently get in and out of the car. However, this emphasis is not always seen in practice. For example, the childminder does not always encourage children to do things for themselves, such as washing their own hands. This does not help children to develop strong self-help skills. n Children demonstrate a good understanding of mathematical concepts. For instance, during independent play, they say that their toy horse is 'heavy', and they name several shapes, such as a 'diamond' and a 'rectangle'. However, the childminder does not always identify opportunities to build on children's mathematical knowledge. This does not help children to make the progress they are capable of.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has attended a wealth of training to ensure that she can identify different types of abuse and key indicators for concern. She understands the importance of recording children's absences to identify patterns of concern. The childminder is aware of the correct procedures to follow should she have concerns about a child's welfare, including what to do in the event of an allegation. She is confident to whistle-blow. There are effective systems in place to identify and minimise potential risks to children, including safer sleep arrangements.

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should:

n reflect on practice to provide children with more opportunities to develop their self-help skills to do more things for themselves n provide children with more opportunities to expand their knowledge of mathematical concepts, such as weight, shape and number.

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Setting details

Unique reference number EY493943 Local authority Staffordshire Inspection number 10289243 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 16 Date of previous inspection 16 November 2017

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Information about this early years setting

The childminder registered in 2015. She is situated in Penkridge, Staffordshire. She operates all year round from 7:30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder is registered for early years education funding for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including her aims and rationale for the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, including the impact her interactions had on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

26 May 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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